CONCEPCIONES DIDÁCTICAS DE LA LECTURA: SU INFLUENCIA EN EL SABER DE LOS ESCOLARES

Abstract

(The purpose of this paper is to investigate the elements that contribute to the development of meta-comprehensive knowledge in Language and Communication students. The data were gathered and interpreted by using a combination of qualitative and quantitative methodology. First, the metacomprehensive knowledge questionnaire on meta-comprehensive knowledge (Peronard et al., 2002) was administered to 720 students from 21 different courses. With this in mind, the teachers of the five courses with the lowest and the five highest level of meta-comprehensive knowledge were interviewed. They described the activities they used in their own classes to teach and evaluate reading, thus manifesting indirectly their beliefs in and attitudes toward the subject. The conclusions allow us to observe that a greater availability of didactic material, a strategic attitude towards the training of the reader and a functional approach to reading and to texts would be elements of practicum that contribute to the development of metacomprehensive knowledge of unexperienced readers.)